Teaching English Writing Inspire Students Help Develop Valuable

Teaching English Writing: Inspire Students & Help Develop Valuable Essay Writing Skills Instructor – Larisa Duravetz 主辦單位：教育部 承辦單位：臺北市立萬芳高中 協辦單位：臺北市立松山高級中學、 The China Post 、余夢燕文教基 金會、Student Post

Introducing Writing to Students • Learning to write isn’t simple • Introduce one element at a time • Start by showing examples • Have topics and prompts ready • Allow time for practice before grading

Basic Rules of Writing • Grammar rules – use the correct tense, be consistent • Correct sentence structure and punctuation • Spelling – use a spell check, watch out for simple errors (i. e. your vs. you are) • Word choice – pick the best word, don’t use the same word over and over again • Good flow and transition - careful of choppy writing

Characteristics of English Writing • Direct - you must state your thoughts in a straightforward and forceful manner (don’t be subtle) • Linear – ideas flow in a straight line • Stay “on topic” – from the beginning to end of your writing, don’t take detours • Organized – writing is divided into paragraphs, each discussing a single idea • Order- information is provided in a certain order, such as time order or order of importance

What Good Writing Should Be • • Clear, organized, and concise Interesting and easy to read Makes a point Supports a thesis: Facts, statistics, examples, and others

Formal vs. Informal • Different kinds of writing has different rules – a newspaper or magazine article is not the same as a formal academic essay. • Formal essays - be careful not to use slang, or informal vocabulary (i. e. guy, kid, hang out) • Avoid beginning sentences with and, but, or so; connect the sentences instead. • Don’t write the same way you speak. • If you are not giving your opinion in an essay, avoid using personal pronouns like “I”.

Word Choice • Be interesting, vary your vocabulary • Find synonyms Ex: Discuss – argue, confer, debate, elaborate, examine, explain, hash over, reason with • Use a dictionary and thesaurus • Use gender sensitive language Ex: businessman – businessperson waitress/waiter – server • A word by itself is simple, but once you put them together you can evoke images and feeling and eventually create ideas and concepts

Vocabulary Activities • Instead of using “very”: what word means very old, very tired… • New words from The China Post: learn 3 new words every day • Guess the meaning • Thesaurus exercise: find 3 synonyms for big • Write a caption for a photo

SIMPLE TO COMPLEX SENTENCES • Combing simple sentences to make complex sentences is an important exercise to help you advance in your writing abilities Simple Sentence -> Complex Sentence Example: Tom is a boy. He is eight years old. He goes to school in Philadelphia. Complex Sentence: -> Tom is an eight-year old boy who goes to school in Philadelphia.

SIMPLE TO COMPLEX SENTENCES 2 Simple rules to remember: • Don't repeat words • Change words if necessary • Add words to connect ideas

PARAGRAPHS (1) In general, the purpose of a paragraph is to express one point, idea or opinion. For example: . Students require more recreational time in order to better focus on lessons in class This main idea is expressed through three sections of a paragraph: 1. Beginning - Introduce your idea. 2. Middle - Explain your idea. 3. End - Make your point again, transition to next paragraph.

PARAGRAPH: example

PARAGRAPHS (2) • There are four sentence types used to construct a paragraph: 1. Topic sentence/Thesis Statement One sentence which states your idea, point, or opinion. This sentence should use a strong verb and make a bold statement. For example: Students require more recreational time in order to better focus on lessons in class. NOTE: Notice the strong verb 'require' which is a call to action. A weaker form of this sentence might be: I think students probably need more recreational time. . . This weaker form is inappropriate for a topic sentence.

PARAGRAPHS (3) 2. Supporting sentences (notice the plural) provide explanations and support for the topic sentence (main idea) of your paragraph. For example: In fact, studies have shown that students who enjoy a recess of more than 45 minutes consistently score better on tests immediately following the recess period. Clinical analysis further suggests that physical exercise greatly improves the ability to focus on academic materials. NOTE: Supporting sentences provide the evidence for your topic sentence. Supporting sentences that include facts, statistics and logical reasoning are much more convincing that simple statements of opinion.

PARAGRAPHS (4) 3. Concluding sentence The concluding sentence restates the main idea (found in your topic sentence) and reinforces the point or opinion. For example: Longer periods of recess are clearly required to allow students the best possible chances of success in their studies. NOTE: Concluding sentences repeat the main idea of your paragraph in different words.

PARAGRAPHS (5) 4. Transitional sentence The transitional sentence prepares the reader for the following paragraph. For example: Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests. NOTE: Transitional sentences should help readers logically understand the connection between your current main idea, point or opinion and the main idea of your next paragraph. In this instance, the phrase 'just one of the necessary ingredients. . . ' prepares the reader for the next paragraph which will discuss another necessary ingredient for success. •

Transition Words and Phrases To indicate more information: Besides Furthermore In addition Indeed In fact Moreover Second. . . Third. . . , etc. To indicate an example: For example For instance In particular Particularly Specifically To demonstrate To illustrate To indicate a cause or reason: As Because of Due to Since To indicate a result or an effect: Accordingly Finally Consequently So Therefore Thus

Transitions cont’d To indicate a particular time frame or a shift from one time period to another: After Lastly Later Meanwhile Next Previously Simultaneously Soon Immediately Initially Subsequently Before Currently During Eventually Finally Formerly

Transitions cont’d (2) To indicate a purpose or reason why: For fear that In the hope that In order to So that With this in mind To summarize: Briefly In brief Overall Summing up To put it briefly To sum up To summarize To compare or contrast: Although However In comparison In contrast Nevertheless On the other hand Similarly Whereas To conclude: Given these facts In conclusion So Therefore

5 Paragraph Essay • Introduction – thesis/topic sentence • Body – Three paragraphs; each discussing an individual point. Use transitions! • Conclusion – re-stating your topic and points

Types of Essays • Narrative • Descriptive • Expository • Argumentative *An essay can contain one or all four types

THE WRITING PROCESS • Creating – choose a topic, find information, generate ideas (brainstorm) • Organizing – paragraph and essay outline • Writing – begin writing your first draft or “rough copy”, follow your outline • Polishing – revising and editing

FINDING A TOPIC • Write about something that interests you • Choose a topic you know about • Consider the amount you need to write when choosing your topic: if you’re only asked to write a paragraph, don’t choose too broad a topic • Brainstorm

CREATING OUTLINES • Organizes your ideas. • Forces you to put your ideas into a logical order • Having an outline while you are writing helps to keep you “on target”. • If you take time to make an outline your writing process will be smoother

Sample Outline Topic_______ Thesis Statement (One sentence that tells the reader what the essay will discuss. )___________________________________ Body Paragraph #1 main idea _________________________ • Detail #1___________________________________ • Detail #2___________________________________ • Detail #3___________________________________ Body Paragraph #2 main idea _________________________ • Detail #1___________________________________ • Detail #2____________________________________ • Detail #3____________________________________ Body Paragraph #3 main idea _________________________ • Detail #1____________________________________ • Detail #2___________________________________ • Detail #3____________________________________ Conclusion (Wrap up essay and leave reader with interesting thought. )

INTRODUCTION • Your introduction outlines your essay. • Topic sentence- states the central idea of a paragraph • Thesis statement- states the central idea of an essay • It should introduce your topic, have a clear thesis statement, and mention the points you are going to make, in the order you are going to make them.

TOPIC SENTENCES Prompt: Explain why a healthy diet is important Too broad: A healthy diet is important. Too narrow: People should include eight servings of fruits and vegetables in their diet everyday. Off topic: Bananas are one of the most nutritious foods. Strong: A healthy diet is important because it increases energy, prevents illness and promotes well being.

ESSAY BODY • The body of your essay should consist of at least three paragraphs • Each paragraph should have one main point • Support your points with facts, statistics and experiences • Avoid using direct dialogue • DON’T PLAGIARZE!! • Use transition sentences to move from paragraph to paragraph Tip: When writing an essay put your strongest point in the first paragraph of the body!

CONCLUSION • In your concluding paragraph, re-state your main idea but don’t repeat it. • Do not introduce a new idea • Summarize the main points of the essay • Leave your reader with an interesting final thought

1. People have different ways of escaping the stress of modern life. Some read, some exercise, others work in gardens. What do you think are the best ways of reducing stress? 2. If you could travel back in time to meet a famous person from history, what person would you like to meet? 3. What discovery in the last 100 years has been the most beneficial? 4. Do you agree or disagree with the following statement? Boys and girls should attend separate schools. 5. Some people like to travel with a companion. Other people prefer to travel alone. Which do you prefer? 6. In some countries, teenagers have jobs while they are still students. Do you think this is a good idea? Support your opinion. For each question use specific reasons and examples to back up and support your answer or choice.

Resources to be Used as Teaching Tools • The China Post • The Student Post • Trusty Translations

Characteristics of a Newspaper Article • Headlines – catchy, attention getting statement about the event • Lead – 5 W’s and the H (in lieu of a topic sentence, the lead should be the first sentence or two of your article • Explanation: Writer must decide what other facts or details the reader might want to know. The writer must make sure that he/she has enough information to answer any important questions a reader might have after reading the headline and the lead paragraph. This section can also include direct quotes from witnesses or bystanders.

Newspaper Articles cont’d • Objective – hard stories don’t state opinion • Additional Information: This information is the least important. Thus, if the news article is too long for the space it needs to fill, it can be shortened without rewriting any other part. This part can include information about a similar event. Note: Paragraphs should stand alone, so a reader could stop at any point and still get an idea. Sentences should be clear and concise

Activity • Have students look at some articles in The China Post • Identify the lead, and any other important information

Writing Activity • Read the following headlines. Write a short article to match one of the headlines: Difficult Times Ahead Forgotten Brother Appears Man Killed in Accident Passerby Sees Woman Jump President Declares Celebration Tommy the Dog Named Hero Under Pressure from Boss Unexpected Visit

WRITING ACTIVITY • Write a letter to “Dear Abbey” about a problem you have. It could be anything, but avoid being too personal! • One of your classmates will respond to your letter.

Polishing an Essay • The final stage of the writing process is polishing your work. • First, attack the big issues of content and organization (revising). • Next work on smaller issues of grammar and punctuation (editing). • Use a checklist • Teach revising and editing as separate activities

Revising • Improve essay as a whole; check content, organization, coherence and format • Change order of sentences, or entire paragraphs • State thesis more clearly • Add transitions, connectors • Write a second draft

Revision Checklist ü Can my readers understand my ideas? ü Is my topic interesting? ü Do I have a clear topic sentence? ü Did I stay on topic? ü Did I leave out important details? ü Does each paragraph discuss only one point? ü Are my supporting points in logical order? ü Did I support each point? ü Does my essay flow smoothly? ü Did I indent, double space etc. ?

Editing • Correct spelling, sentence structure, grammar, mechanics, word choice and order. • Check for correct verb tenses and sentence fragments • Write a third copy

Editing Checklist ü No fragment or run on sentences ü No choppy writing ü Did you use parallel form when possible? ü Correct verb tenses, articles, word order ü Punctuation ü Correct spelling, capital letters ü Did you repeat the same word too often?

Final Check • Read your essay out loud, how does it sound? • Have a friend proof read your essay and do a final check to see if you missed anything.

Review: The Writing Process • • Brainstorm Make an outline Write a good topic sentence Write your first draft all the way through Polish your essay – revise/edit Have someone proof read your essay Write your final draft